The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
From inside the book
Results 1-5 of 16
Page 2
... leads on to the second key element, passion. Passion I am using the term passion to refer to a heightened state which can arouse strong and emotive responses. In drama, the passion refers to the fictitious world where the participants ...
... leads on to the second key element, passion. Passion I am using the term passion to refer to a heightened state which can arouse strong and emotive responses. In drama, the passion refers to the fictitious world where the participants ...
Page 8
... pigs, light-hearted entry points into drama can lead to provocative and challenging explorations. At the heart of storydrama is the evolving struggle which students encounter as they construe their own unique 8 THE DRAMA CLASSROOM.
... pigs, light-hearted entry points into drama can lead to provocative and challenging explorations. At the heart of storydrama is the evolving struggle which students encounter as they construe their own unique 8 THE DRAMA CLASSROOM.
Page 11
... a jury. As other options are aired and debated, the lead lawyer continues to canvass what appropriate tactics might be. While the praxis is being shaped by teacher and students, II DRAMA PRAXIS: ELEMENTS AND PRINCIPLES.
... a jury. As other options are aired and debated, the lead lawyer continues to canvass what appropriate tactics might be. While the praxis is being shaped by teacher and students, II DRAMA PRAXIS: ELEMENTS AND PRINCIPLES.
Page 24
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
Page 29
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
Contents
Getting started with good pretexts | 23 |
storydrama and storying across | 44 |
Designing drama curriculum | 74 |
Historical perspectives on drama praxis | 95 |
Resources and further reading | 133 |
Common terms and phrases
action activity aesthetic approach argued artistic arts education asks assume Australia become begin Bolton Booth centre challenged Chapter classroom commit concerned construct context create creative critical curriculum David demonstrate described develop direct discussion drama praxis effective encounter Episode event example experience explore focus going happening Heathcote Heinemann human ideas important improvisation interest involved issues kind knowledge language lead leader learning lesson lives London look meaning O'Neill observation participants partnership passion patriots performance perspectives pigs play possibilities practice practitioners pre-text present Press principle process drama programme questions raised reading referred reflect relationship reminds Research responses role seemed shared skills social studies standards story storydrama strategies structure suggests Task teacher teaching tell temple theatre Theory thought transformed understanding University wolf York